Funding challenges mean UK ‘risks falling behind’ on AI education

Despite a number of universities planning to launch new artificial intelligence courses next year, the UK faces “fundamental challenges” in catching up with other leading countries, according to experts.

Recent figures from researchers at Stanford University reveal that the UK is producing fewer AI-relevant higher education graduates per capita than Finland, Ireland and some other European nations, while a government-backed report has warned there is “unmet demand" for workers skilled in AI.

Kay Hack, an independent higher education consultant, told Times Higher Education the sector is showing encouraging signs of adapting to the AI revolution.

“The UK higher education sector is demonstrating clear momentum in AI education yet faces fundamental challenges that threaten to undermine its effectiveness,” she said.

The admissions service Ucas suggests that 120 providers are offering undergraduate AI provision in for 2025-25 – up from 47 in 2024-25.

It comes as the UK government launches a new AI scholarship scheme, providing funding for at least 100 students with "exceptional talent in AI" to enrol in postgraduate courses at nine UK universities. 

But Hack warned that “quantity alone does not guarantee quality or relevance” and that the country faces significant challenges in ensuring comprehensive preparedness across all disciplines and institutions.

“The UK HE sector is stepping up, but unevenly. Computer science programmes are responding robustly to demand, with impressive enrolment growth and expanding provision.

“However, the broader challenge of ensuring all graduates develop AI literacy relevant to their disciplines remains inconsistently addressed.”

One of the new undergraduate courses for 2025-26 is at Birmingham City University (BCU). Iain Rice, associate professor in computer science at BCU, said the quality of courses on offer in the UK rivals those elsewhere but the country lacks the same level of graduate opportunities.

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“Big tech is currently not nearly as strong a presence here and the headline-grabbing jobs, salaries and research is not mimicked here.”

Furthermore, Rice said AI expertise built over a degree requires provision of costly technologies that quickly become outdated and are hard to maintain when teaching large cohorts.

“The restrictions on UK HEI funding and burdensome regulatory oversight mean they are not typically in a position to ensure teaching is performed on the most advanced systems which learners may expect in graduate roles compared to the better-funded European and North American institutes.”

Despite surging use by students, Hack warned that systematic integration of AI competencies across all disciplines remains inconsistent.

“The UK risks creating a two-tier graduate workforce – those prepared for AI-enabled careers and those left behind.

“A coordinated, strategic approach – combining investment, professional development, and sector-wide collaboration – will be essential to fully realise AI’s potential and maintain the UK’s competitive edge in an AI-enabled world.”

Aston University is launching a new artificial intelligence and robotics course at undergraduate level.

James Borg, lecturer in computer science at Aston University, said big changes – such as the possibility of modern AI being integrated into humanoid robots – will have to be reflected within the course.

But he said a bigger challenge is in ensuring students do not get bored “learning the fundamentals”.

“It can be hard to encourage students to learn some of the maths and theory that underpin most AI technologies, but without these foundations students will simply become AI users as opposed to AI innovators.”

Aston is also starting a new master’s in AI for health, which was set up in response to growing employer demand, and is requiring all undergraduate students starting next year to take an AI “power skill” as part of their degree.

Caitlin Bentley, senior lecturer in AI education at King’s College London, said UK accreditation processes and curriculum changes are “painfully slow”, which could pose challenges for three-year undergraduate courses.  

In addition, she warned that the field of expertise is driven by a technical focus and instead requires a more multidisciplinary approach to challenge the assumptions of computer scientists.

“I think we have enough AI programmes. We need to focus more on the societal challenges, helping people and students through this transformation, the way that represents our values and the future we want to live in.”

As part of its new “TechFirst” programme, the UK government has announced more than £100 million in support for AI scholarships and funding for domestic PhD students.

patrick.jack@timeshighereducation.com